A Framework For Understanding Poverty (2005) - Plot & Excerpts
Building High-Achieving SchoolsThe book is primarily directed at building a model for combating poverty by tackling them at the earliest level of perpetuation - in schools.Schools, Payne advocates, should be our first line of defense against encroaching poverty and also our most effective weapon to beat it back. Unlike most economic tools, schools can be fine-tuned and deployed according to strict frameworks.The thrust is thus primarily on how to deal with poverty in schools and how to equip the students with tools and education to fight their way out of it.For this teachers have to understand what poverty is and the disadvantages that characterize poverty — these are usually classed as inherent problems of the students, instead they have to be reframed as disadvantages that are the duty of the teachers to correct in any decent school environment.The ‘Framework’ in the title is then a Framework for the Teachers.A Framework For TeachersPayne uses what he calls an ‘Additive Model’, implicit throughout this book, as a vital tool for better understanding and addressing poverty, as well as the underlying factors that perpetuate it.Some of the most important aspect of the Model are:1. Identifies the mindsets and patterns that individuals use to survive different economic environments-and provides a vocabulary to talk about it.2. Identifies strengths and resources already found in the individual, family, school, and community-and adds new information and a new perspective for creating and growing resources.3. Offers economic diversity as a prism through which individuals and schools can analyze and respond to their issues.4. Identifies skills, theories of change, program designs, partnerships, and ways of building schools where students achieve.5. Encourages the development of strategies to respond to all causes of poverty.Poverty & Its BaggagesAn individual brings with him/her the hidden rules of the class in which he/she was raised. Even though the income of the individual may rise significantly, many of the patterns of thought, social interaction, cognitive strategies, etc., remain with the individual.Schools and businesses operate from middle-class norms and use the hidden rules of middle class. These norms and hidden rules are not directly taught in schools or in businesses.For our students to be successful, we must understand their hidden rules and teach them the rules that will make them successful at school and at work. We can neither excuse students nor scold them for not knowing; as educators we must teach them and provide support, insistence, and expectations.Out of Poverty: A Resource-KitTo move from poverty to middle class or middle class to wealth, an individual must give up relationships for achievement (at least for some period of time). Two things that help one move out of poverty are:a. Education andb. Relationships.Leaving poverty could indeed be a conscious exercise. Four reasons one chooses to leave poverty are:1. It’s too painful to stay,2. A vision or goal,3. A key relationship, or4. A special talent or skill.Typically, poverty is thought of in terms of financial resources only. However, the reality is that financial resources, while extremely important, do not explain the differences in the success with which individuals leave poverty nor the reasons that many stay in poverty. The ability to leave poverty is more dependent upon other resources than it is upon financial resources. Each of these resources plays a vital role in the success of an individual:1. FINANCIAL: Having the money to purchase goods and services.2. EMOTIONAL: Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices.3. MENTAL: Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.4. SPIRITUAL: Believing in divine purpose and guidance.5. PHYSICAL: Having physical health and mobility.6. SUPPORT SYSTEMS: Having friends, family, and backup resources available to access in times of need. These are external resources.7. RELATIONSHIPS/ROLE MODELS: Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior.8. KNOWLEDGE OF HIDDEN RULES: Knowing the unspoken cues and habits of a group.The education system should be able to equip the students with these vital resources.Knowledge Of Hidden RulesThis aspect might sound a bit esoteric and bears illumination with a couple of examples:1. The importance of Socially Accepted Language:All the state testsSAT, ACT, etc. are require an understanding of formal language (called ‘the formal register’). It is further complicated by the fact that to get a well-paying job, it is expected that one will be able to use formal register. Ability to use formal register is a hidden rule of the middle class. The inability to use it will knock one out of an interview in two or three minutes. The use of formal register, on the other hand, allows one to score well on tests and do well in school and higher education.This use of formal register is further complicated by the fact that these students do not have the vocabulary or the knowledge of sentence structure and syntax to use formal register. When student conversations in the casual register are observed, much of the meaning comes not from the word choices, but from the non-verbal assists. To be asked to communicate in writing without the non-verbal assists is an overwhelming and formidable task, which most of them try to avoid. It has very little meaning for them.Another aspect:Another version of this is noticeable in educated people from the lower segments of society: They often they turn out too formal in their language. And thus cant function so well in intimate/casual social settings, which are also essential for career progression.In a school setting this means that:• Formal register needs to be directly taught.• Casual register needs to be recognized as the primary discourse for many students.• Students need to be told how much the formal register affects their ability to get a well-paying job.• Students need to be told the importance of being adaptive in their registers.2. The importance of learning to Manage Money:One of the biggest difficulties in getting out of poverty is managing money and just the general information base around money. How can you manage something you've never had? Money is seen in poverty as an expression of personality and is used for entertainment and relationships. The notion of using money for security is truly grounded in the middle and wealthy classes.The above are only a couple of simple examples, the reality is much more complex and requires much greater effort from the educational system.Being in poverty is rarely about a lack of intelligence or ability. Many individuals stay in poverty because they don't know there is a choice-and if they do know that, have no one to teach them hidden rules or provide resources. Schools are virtually the only places where students can learn the choices and rules of the middle class.Teachers must recognize a larger role: as Motivators + Educators + Enablers, so must the school system and the governments.It is time we mobilized this important weapon in the fight against poverty.
A short book—only 117 pages before the notes and appendix—that provides precisely what the title says: a framework for understanding poverty. Easy-to-read and full of profound insights. Several chapters had content that led to "Aha!" moments of understanding. I think anyone working with urban poverty in the US would find this a worthwhile book to read.Some key insights:From the introduction:1.tGenerational poverty and situational poverty are different2.tThis work is based on patterns. All patterns have exceptions3.tA individual brings with him/her the hidden rules of the class in which raised4.tSchools & business operate from middle-class norms and use the hidden rules of middle class5.tFor students to be successful, we must understand their hidden rules and teach them rules that will make them successful6.tFour reasons one leaves poverty are: too painful to stay, a vision or a goal, a key relationship, or a special talent or skillDefinition of poverty: “the extent to which an individual does without resources”. These resources are:1.tFinancial – having money to purchase goods and services2.tEmotional – being able to choose and control emotional responses3.tMental – having mental abilities and acquired skills (reading, writing, computing)4.tSpiritual – believing in divine purpose and guidance5.tPhysical – having physical health and mobility6.tSupport Systems – having friends, family and backup resources available7.tRelationships/Role Models – access to adults who are nurturing, appropriate, not self-destructive8.tKnowledge of Hidden Rules – knowing the unspoken cues and habits of a groupRole of Language – Registers of language:1.tFormal – Standard syntax & word choice of work & school. Story pattern is beginning>plot>end. Consultative – Formal register when used in conversation. Good for resolving conflicts.2.tCasual – Language between friends; word choice general; syntax often incomplete. Story pattern is cyclical and includes interaction with listeners.Often people in poverty know/use casual register but don’t know/use formal register. Discipline – in poverty, discipline is about penance and forgiveness, not necessarily instruction and change. Behavioral issues in school & work may be based on necessary street skills; need to teach that a different set of rules applies at school & work.Language of Negotiation – Three Internal Voices:1.tChild Voice – defensive, emotional, whining, strongly negative non-verbal2.tParent Voice – authoritative, judgmental, directive, demanding, sometime threatening3.tAdult Voice – non-judgmental, factual, often in question format, attitude of win-winMany in poverty have not developed the adult voice, through which one can negotiate. Using a parent voice with a person in poverty—especially in a context of discipline—often provokes anger and is seen as an insult.
What do You think about A Framework For Understanding Poverty (2005)?
Payne's profound yet concise presentation of information is powerful and helpful. Even though I earned a BA in Psychology, I never knew much of this information. I appreciate her respect for people in poverty and her objective perspective on what to expect from them. In addition, the background and strategies that she discusses are useful for working with people in general, not just those in poverty; for instance, she teaches how to recognize someone's thought process through eye movements. I have already started using her insight to connect with my low-income students, and I notice a relieving improvement.
—Anna
I personally grew up in poverty and I have worked with high-poverty children for 10 years. This book explained a lot of things to me that I already knew to be true about my students. It also explained WHY a lot of things happened the way they did in my own family. I found it interesting that she's found cultural correlations among impoverished subgroups in various countries, not just here. Some people my disagree, strongly even. On this site, she's even been called a racist though I didn't see that in the book at all. In my personal scope of experience, a lot of the information is true. It will give people in the middle class some background knowledge with which to better understand the culture of poverty. Does it mean that EVERY family in poverty has the exact same struggles or ways of resolving issues? Of course not! But, it does explain why the students who never have paper and pencil for school have brand new tennis shoes. All too often, educators meet these situations with judgment of the student and his or her family. Sometimes the lack of understanding causes the teacher to write the student off because clearly the student nor the family cares. This book offers a bridge to a form of understanding. Of course, you must walk across the bridge yourself, one step at a time.
—Tara
This book was eye opening in helping me understand the influence of class on world view and values. For example, entertainment being valued in poverty and exclusivity being valued in wealth. I am a little bewildered by some of the negative reviews on this book. Ok, the author generalizes -- so there are some stereotypical situations at play. But generalizing and categorizing are how we make sense of things and gain the tools to influence them. OF COURSE, the generalities and stereotypes do not explain everything and everyone. But they do help open ones eyes to such things as that middle class values are not universal or even objectively "right". I think the author is not judgmental at all. I found her a champion of coming to understand the validity of the values and skills each of us learns in the context of our family.
—Sorento62
